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      Play therapy insights into everyday social pedagogical practice in residential child care

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          Abstract

          Psychotherapy and social pedagogical care, help and support in relation to children placed in out-of-home care are typically perceived as two separate forms of practice. In its typical form, psychotherapy is pictured as a meeting between therapist and client in a ‘therapeutic space’ separated out from daily life and activities, while social pedagogical care, help, and support is carried out in close proximity to everyday life in what is regarded as the person’s home. This article analyses an alternative relationship and way of collaborating between psychotherapy – more specifically play therapy – and everyday social pedagogical practice in residential care for children with severe emotional and behavioural problems. This is done by drawing on an empirical case study of the relationship between everyday practice and expertise of social pedagogical practice and play therapy in a children’s home in Denmark. Meeting the needs of children who have been severely neglected and/or abused is challenging in different ways, and it requires highly developed relational, emotional, and reflective skills. The authors argue that play therapy has a particular potential in foregrounding and developing core social pedagogical knowledge and skills. When designed and carried out as an integrated part of everyday social pedagogical practice, play therapy can support practitioners in integrating a reflective and conscious approach to understanding and meeting the children’s emotional and relational needs with the ability to create and enter into ‘playful encounters’ with the children that challenges one-sided and taken-for-granted power relationships, practices and norms.

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          Most cited references 24

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          Reflective Practice in Contemporary Child-care Social Work: The Role of Containment

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            The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes.

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              Focus groups as social enactments: integrating interaction and content in the analysis of focus group data

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                Author and article information

                Journal
                IJSP
                International Journal of Social Pedagogy
                UCL Press
                2051-5804
                31 August 2020
                : 9
                : 1
                Affiliations
                [1 ]Associate Professor, Department of Sociology and Social Work, Aalborg University
                [2 ]PhD, The Agency of Family Law, Aalborg
                [3 ]Associate Professor, Department of Communication and Psychology, Aalborg University
                Author notes
                [* ]Correspondence: engen@ 123456socsci.aau.dk
                Article
                IJSP-9-14
                10.14324/111.444.ijsp.2020.v9.x.014
                © 2020, Mie Engen, Line Søberg Bjerre, and Mogens Jensen.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.014.

                Page count
                Pages: 14
                Categories
                Article
                Custom metadata
                Engen, M., Søberg Bjerre, L., & Jensen, M. (2020). Play therapy insights to everyday social pedagogical practice in residential child care. International Journal of Social Pedagogy, 9( 1): 14. DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.014.

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                International Journal of Social Pedagogy
                Volume 9, Issue 1

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